Presents ten activity cards which can be used in developing students' defining skills. (DD)

Discusses several current children's books with "pop-up" illustrations and includes directions for making a pop-up card. (HTH)

Examines the who, what, where, how, and why of informal drama instruction in the classroom, arguing that, given the current emphasis on "basics" in education, such instruction can provide one of the most basic educational experiences in language arts. (HTH)

Suggests ways to involve children in recording examples of folklore such as superstitions, folk remedies, proverbs, and games. (DD)

Discusses the uses of videodisks and laserdisks in the elementary classroom. (MG)

Academic tasks are listed on the board from which students choose their work. (JH)

Examples of basic affective learning objectives and some examples of teaching procedures for assisting young learners in internalizing these objectives are listed. (JH)

Examines materials in the ERIC database that deal with the use of creative drama as a language arts teaching tool. Discusses the nature of creative drama and activities for the classroom. (HTH)

Presents a theoretical framework for using children's literature in dealing with cultural differences. Suggests classroom approaches that capitalize on the power of literature to promote intercultural and multicultural appreciation. (MG)

Discusses learning how to compose a film as one way children can learn the valuable lesson of how to give form to ideas and shape to thought. Presents the stages of composing a film and a sequence of filmmaking activities for introduction at progressive grade levels. (HTH)

Describes a project in which children learn about the language of film and how to use language or action to express themselves. Outlines the steps of a class filmmaking project, including brainstorming, plotting, writing, making film props, and filming the movie. (HTH)

Examines children's acquisition of language meaning through their use of homophony, riddles, and other word play. Discusses ways to encourage the study of meaning, using classroom techniques such as finding metaphorical relations among words and phrases, learning word origins, or studying naming strategies of other cultures. (HTH)

A memorization technique using books recorded on tapes gave nonreading children practice in reading connected discourse and put them in touch with a variety of books. (JH)

Examines materials in the ERIC system related to children's early oral language and the transition from home language to the more formal language used in school. Offers activities for a classroom climate that is responsive to children's oral language development needs. (HTH)